THE INFLUENCE OF VARIABLES OTHER THAN KNOWLEDGE ON PROBABILISTIC TESTS

In probabilistic test and scoring systems the examinee is required to respond to each of the options of a multiple-choice test with a probability which represents the confidence he has in that option. It seems reasonable to assume that for such tests to yield valid information about the examinees, the knowledge they have should be the primary influence on the probabilities they assign. The purpose of this study was to seek the relationship between the degree to which examinees display certainty in their responses and certain personality variables. Proponents of probabilistic testing would expect such correlations to be low. In this stud), it was found that individuals do respond to multiple-choice questions with a characteristic certainty that cannot be accounted for on the basis of their knowledge. This certainty was related to scores of both the F Scale and the Kogan and Wallach risk taking measure.     

Counselor Comfort,Counseling Climate,and Client Satisfaction: Client Ratings and Academic Improvement

This study examined client perceptions of counselor comfort, counseling climate, and client satisfaction as measured by the CEI relative to counselors described as high-effective or low-effective in terms of changes in client academic performance before and after group counseling. The results indicated that the client's perception of the comfort of the counselor in a group setting is significantly related to counselor effectiveness as measured by GPA change. The overall counseling climate and the client's estimate of his satisfaction were found not to be related to counselor effectiveness.     

Toward a Unified Consciousness Theory

Although research and personal experiences are indicating that telepathy, clairvoyance, psychokinesis, and healing may be more common than previously believed, human development continues to be viewed primarily from physical or cognitive frameworks. These traditional theories are not comprehensive enough to include many human phenomena. As a result many people label these phenomena as extrasensory or paranormal and presume that they exist in only rare cases, if at all. Counselors are not trained to recognize or deal with such phenomena. The beginning of a holistic theory that can treat paranormal phenomena as normal human development is presented. Implications for counseling, counselor education, and counselor supervision are discussed.     

The Importance of Being Thorough: On Systematic Accumulations of ‘What Works’ in Education Research

This article outlines and appraises the considerable criticism of educational research, both in the United Kingdom and in North America, and shows how it has pointed to a narrowing of what counts as good or worthwhile research in the policy discourse. In particular, this involved prioritising research that purports to show clearly and unmistakably ‘what works’, and institutionalising this view of research in a range of centres that receive official approval. The article, though recognising the fruit of such centres, challenges the epistemological basis of such a narrowing of what counts as research, and, in doing so, analyses what is meant by evidence, the different kinds and strengths of evidence and the consequent need to democratise the search and appraisal of evidence in the constant refinement and criticism of the evidence.     

The Relationship Between In-Session Significant Events and Session Outcome for Prepracticum Counselor Trainees and Their Volunteer Clients

The relationship between the number of task, interpersonal, and hindering events and session outcome was examined for prepracticum trainees. Implications for counselor training are discussed.     

THE EFFECTIVENESS OF ILLUSTRATED ITEMS

Two problems in test development relate to the use of illustrations: (1) Do illustrated items perform better than written items, and (2) Does item performance vary as a function of the type and size of the illustration? A sample of 63 tests was drawn from all the Air Force Specialty Knowledge Tests containing illustrations. These 63 tests had been administered to approximately 28,261 airmen under operational conditions. Item statistics between illustrated and written items drawn from the same content areas were compared using F ratios. The results indicated: (1) That illustrated items in general performed slightly better than matched written items; (2) That the best-performing category of illustrated items was tables.     

FACTOR ANALYSIS OF THE K–ABC FOR GROUPS OF ANGLO AND MEXICAN AMERICAN CHILDREN

Factor analyses of the Kaufman Assessment Battery for Children (K–ABC) were performed on separate groups of Anglo (n = 100) and Mexican American (n = 100) fifth-grade children to determine the comparability of underlying structures and to examine the existence of possible bias in construct validity of the K–ABC for each group. The subjects were selected from two contiguous school districts and stratified by grade, socioeconomic status (SES), and language status. A principal factor analysis produced two factors in the Mental Processing area and three factors in the total battery (Mental Processing plus Achievement areas) for the two groups. Examination of the coefficients of congruence indicated factorial similarity across four of five factors. Furthermore, the factors that emerged for the Anglo and Mexican American groups corresponded to the scales comprising the K–ABC. The results of the investigation provide some evidence for the construct validity of the K–ABC for the two ethnic groups. Further test bias research on the K–ABC is recommended.